VIRGINIA STANDARDS OF LEARNING

Spring 2011 Released Test

GRADE 4READING

Form R0111, CORE 1

Property of the Virginia Department of Education

Copyright ©2011 by the Commonwealth of Virginia, Department of Education, P.O. Box 2120, Richmond, Virginia

23218-2120. All rights reserved. Except as permitted by law, this material may not be reproduced or used in any form or

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system, without written permission from the copyright owner. Commonwealth of Virginia public school educators may

reproduce any portion of these released tests for non-commercial educational purposes without requesting permission.

All others should direct their written requests to the Virginia Department of Education, Division of Student Assessment

and School Improvement, at the above address or by e-mail to Student_Assessment@doe.virginia.gov.

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Reading

SAMPLE A

Aunt Jackie’s Ring

1 For Mary’s birthday, her aunt gave her a ring that was more than 100 years old. “Takegood care of it,” her aunt warned. She did just that until one day Mary looked down at herhand and noticed the ring was gone.

2 “Aunt Jackie is going to be so disappointed in me,” thought Mary. Then Mary rememberedshe put the ring in her pocket when she washed her hands at the sink. “Thank goodness!”Mary said to herself. After that, she never took off Aunt Jackie’s ring again.

This story is mostly about —

A a normal dayB Mary’s auntC a special ringD Mary’s birthday

Directions

Read the passage. Then read each question about the passage and choose the best answer. Fill in the circle on your answer document for the answer you have chosen.

SAMPLE B

Read this sentence.

In this sentence, the word enjoy means —

F likeG hearH noticeJ save

“Mrs. Johnson is my favoriteteacher, and I really enjoy herclass,” Mario told his mother.

Directions

You do not need to read a passage to answer the following question. Read and answer the question.

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Directions: Read the story and answer the questions that follow.

Captain of the Carrots

1 My younger brother Daniel likes to work inour garden. Last summer he grew carrotsto enter in the county fair. He won firstprize and received a blue ribbon. There ismore to the story, however. To win, Danielneeded the sun, the rain, and a little helpfrom a scarecrow we named “Captain ofthe Carrots.”

2 One morning Daniel and I walked outsideto the garden. The feathery, green tops often carrots had been chewed to theground. We looked around the gardentrying to discover what had happened tothe carrots.

3 “Jason, who did this?” Daniel asked, frowning.

4 “Not me,” I said. “I’m pretty sure rabbits are eating your carrots. You’ll just have to scarethem off.”

5 “Well, I’ve read books about farmers building scarecrows to put in their fields. Should webuild one?”

6 “Why not?” I said. “If it works for crows, why not for rabbits?”

7 Our scarecrow was a bit unusual. We dressed it in an old band uniform Grandpa gave us.Daniel had a pretend policeman’s hat that we placed on top of the head. At last thescarecrow was complete. We placed it in the garden.

8 “He looks like a guard,” Daniel said.

9 “Of course,” I said. “He’s the Captain of the Carrots.” The silly name stuck. The rest of theday Daniel kept saying that the Captain of the Carrots would scare those rabbits away.

10 The next morning, however, more carrots had been nibbled. Daniel was upset. The rabbitsmust have discovered that the scarecrow was not a real person after all. We stood lookingat the carrots.

11 “Can’t you enter them in the fair without the green tops?” I asked.

12 “No, Jason,” Daniel snapped. “It’s against the rules.”

13 “Well, part of the row is still here. You need only a couple of carrots to enter.”

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14 “True,” Daniel said. “Let’s ask Dad if we can stay up tonight and watch over the carrots.Maybe he will want to camp with us too.”

15 Dad thought Daniel had a clever idea. He believed Daniel’s carrots were worth guardingand could win the big prize at the fair. So we packed a blanket and some snacks andheaded to the garden after dark.

16 Not long after we had settled in, my brother fell asleep. All of a sudden, Dad and I couldhear munching sounds. The rabbits were back to finish eating my brother’s carrots, so Itold Dad that I would take care of the situation. I stood up, walked to the uselessscarecrow, and took the hat. If my brother was going to win that blue ribbon, someonehad to take control. Protecting the carrots was all up to me, the new Captain of the Carrots.

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2 The main purpose of paragraph 2 is to —

F describe the gardenG present the problemH compare the brothersJ introduce the characters

1 Which question is answered in paragraph 1?

A How many carrots are eaten?B Why is Daniel growing carrots?C Who decides to make a scarecrow?D Where does Daniel place the scarecrow?

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4 In paragraph 16, the word situation means —

F the problem that is facedG the plan that is madeH a job or positionJ an area or place

3 Read this dictionary entry.

Which meaning of snapped is used in paragraph 12?

A 1B 2C 3D 4

snap (snap) v. 1. To break

apart instantly. 2. To grasp

something suddenly. 3. To

speak sharply. 4. To move

quickly.

˘

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7 Based on the story, which statement most likely describes Daniel’s father?

A He is happy to see that his sons enjoy gardening.B He is disappointed when Daniel falls asleep.C He believes that his sons should try to save the carrots.D He thinks that Daniel needs to start a new project.

6 Why do Daniel and his brother decide to stay in the garden?

F To protect the remaining carrotsG To plant new carrotsH To keep the rabbits away from the scarecrowJ To capture the rabbits

5 How does Daniel find the idea to build a scarecrow?

A By talking with farmersB From doing school projectsC By listening to his friendsD From reading books

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9 How will Daniel most likely feel the day after the contest?

A Tired from staying up so lateB Thankful for his brother’s helpC Worried about the rabbits returningD Sad that the scarecrow’s hat is missing

8 Why does the narrator call himself the new Captain of the Carrots?

F He wants to see the rabbits up close.G He likes to pretend he has a new name.H He enjoys spending time in the garden.J He is taking the place of the scarecrow.

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Directions: Read the flier and answer the questions that follow.

Sand is not just for the beach! Sand can be used to make interesting cards for friends and family. Make one for a friend just to say “hello,” or make many cards to send as party invitations. These fun cards will surely brighten anyone’s day!Supplies that are needed:• A sheet of newspaper • A small container of sand• A piece of construction paper• A marker• A pencil• A bottle of glue• One paper plate

Tip: Sand can be bought from a craft store or collected on the beach. If you gather sand from the beach, remove any pebbles or shells.

Before beginning, prepare the work area by spreading out a sheet of newspaper ona table. By doing this, the cleanup will be much easier.Follow these steps to make a sand card:1. Fold the piece of construction paper in half to make the card. 2. Using the marker, write a special message on the inside.3. When you are finished, use the pencil to draw a design, or shape, on the

front of the card. This design should be a simple outline of a shape, such as a heart, a star, or a moon.

4. Fill in the pencil outline with glue. Use enough glue to fill in the design—do not forget the edges! Try to spread the glue evenly inside the design.

5. Sprinkle sand on top of the glue. Scatter the sand so that the glue is covered completely. Once the glue is covered, gently tap the edge of the card over the paper

plate so that any loose sand will fall off the card. 6. Set the card aside until the glue is completely dry.7. Once the glue dries, the card is finished.

Another Great Tip: Sand can also be dyed to make even more colorful pictures. First, place a small amount of sand into a plastic cup. Next, pour just enough water in the cup so that the sand is covered. Then add a few drops of food coloring. Stir the mixture. Let the sand sit until it soaks up the food coloring. Drain the water out of the cup and scatter the sand onto a paper towel so it can dry completely. Use the colorful sand to make beautiful pictures!

Sand art does not always have to be given away to someone. Use sand art to make a sign for your bedroom door or a work of art to hang on the wall. Use your imagination and see how many ways you can use this fun idea!

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11 According to the steps, which of these should be used to catch the loose sandfrom the card?

A A paper plateB A small containerC A paper towelD A piece of construction paper

10 The main reason for removing pebbles and shells from the sand is to —

F keep the card from looking homemadeG help to keep the work area cleanH allow the surface of the card to be smoothJ make the cleanup time faster

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13 Which two words from the flier are opposites?

A colorful, beautifulB gather, scatterC top, frontD many, enough

12 Read this chart.

According to the directions, which of these steps is out of order?

F Spread the glue.G Tap the sand off the card.H Let the card dry.J Write a message.

• Fold a piece of construction paper.• Draw a design.• Spread the glue.• Add the sand.• Tap the sand off the card.• Let the card dry.• Write a message.

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16 Which of these would be the best heading for the last paragraph?

F Sand art gifts:G Time for cleanup:H Giving away cards:J Other sand art ideas:

15 The section titled “Another Great Tip” is mainly about how to —

A make wet sand dry againB draw beautiful picturesC make colored sandD use food coloring

14 In the section “Another Great Tip,” the author uses words such as “first,”“next,” and “then” in order to —

F put the information into stepsG list several ways to solve a problemH show different ways to complete somethingJ arrange the information from most important to least important

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17 Which sentence about this flier is a fact?

A Colorful sand makes beautiful pictures.B Sand can be found on the beach.C Cards will help a person feel better.D Markers are easier to use than pencils.

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Go to the next page and continue

working.

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Directions: Read the story and answer the questions that follow.

Hidden Talents

1 The raindrops danced across the roof of the Oak Camp art room like a million tappingfeet. The campers inside didn’t mind, though, because they were busy making kites.

2 “Look,” Nina told the other girls from Bear Cabin. “I added feathers to my kite.”

3 “Wow! It looks like a peacock’s tail,” said Claudia.

4 “Let me fix yours,” offered Nina, and she glued feathers to Claudia’s kite. Then shechanged Sara’s and Gaby’s kites too.

5 Their kites look so much better now, Nina thought.

6 Not all the girls were happy, though. “I wanted to make my kite different. It was supposedto look like a dragon,” Gaby whispered to Sara.

7 “I’ll help you fix it later,” Sara responded.

8 Just then, the sun started to poke through the clouds, and the campers walked outside.

9 “Everyone, gather around,” Mrs. Henderson, the camp director, called. “We’re going toplay a game called clothespin tag,” she said. “You each get two clothespins to clip on yourshirt. Then everyone runs around and tries to capture one another’s clothespins. The girlsfrom the cabin with the highest number of clothespins are declared the winners.”

10 Squeals and shouts filled the air as the campers raced around and chased one another.Everyone had sweaty faces when Mrs. Henderson blew her whistle.

11 “Okay, it’s time to count your clothespins,” she announced. The girls from Bear Cabinreported their total numbers.

12 “I have one,” sighed Claudia.

13 “I captured six,” laughed Gaby.

14 “I have nine,” Nina bragged. “I can teach you how to dodge the other players so you cancapture more next time,” she added. Gaby’s smile quickly turned into a frown.

15 “The Bears won,” said Mrs. Henderson a moment later, “and the Eagles came in second place.”

16 “Yes!” cheered Nina as they went inside to eat dinner. The Bears are lucky to have me ontheir team, she thought. With my help, we’ll get first place in the talent show tonight!

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17 However, after dinner, disaster struck! Nina twisted her ankle on her way to the cabin.Even though Nina insisted her ankle was fine, the nurse called her father so he could takeher to the doctor.

18 “You still have time to watch the talent show before he arrives,” the nurse said.

19 “Great,” grumbled Nina as the nurse helped her limp into the dining hall. What will theBears do without me? she thought.

20 The lights in the hall dimmed, and Nina watched the stage. First the Eagles performed aplay about an exciting hiking adventure. Then the Foxes told lots of silly jokes. At last itwas the Bears’ turn.

21 Nina listened as Sara started to sing in a strong voice. Gaby and Claudia stood next to herand danced a funny jig. Everyone loved their show! Suddenly Nina realized she wasalways so busy showing the Bears what she could do that she had never given them achance to be the stars.

22 “You were great,” Nina told the Bears after they won blue ribbons. “I hope we’re in thesame cabin next year.”

23 “Sure,” said Sara, but she didn’t sound excited.

24 “Then you can teach me some songs,” Nina quickly added, “and Gaby and Claudia canteach me to dance. There’s a lot I’d like to learn from the three of you.”

25 “Sure,” said Sara again, but this time she was grinning. A moment later, all the Bears gaveNina a big high-five.

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19 Read this sentence from paragraph 8.

This sentence mostly appeals to the reader’s sense of —

A hearingB sightC smellD touch

Just then, the sun started to pokethrough the clouds, and the camperswalked outside.

18 In paragraph 1, the author uses the phrase “a million tapping feet” to show that —

F the roof leaksG it is raining hardH it is difficult to hear insideJ thunder is booming outside

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20 The main idea of paragraph 9 is —

F how to capture the clothespinsG where the game will be playedH how to play the gameJ when the winners will receive the prize

21 What does dimmed mean in paragraph 20?

A glowedB flashedC disappearedD faded

22 Why does Nina add feathers to the other campers’ kites?

F They ask her to fix their kites.G She thinks their kites will look better.H She believes their kites will have trouble flying.J They want to have kites that look like peacocks.

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23 Why does Nina insist her ankle is fine?

A She wants to perform in the talent show.B She does not want to see the nurse.C She does not think she has hurt herself.D She wants to walk to the dining hall by herself.

25 The main reason the author wrote this story is to —

A tell about the different events held at summer campB describe the acts in a talent contestC show how a girl learns about herself and othersD explain how friends try to solve a problem

24 Which sentence describes Nina before the talent show?

F She is usually telling others what to do.G She is careless when she plays outdoors.H She is an important leader for the Bear Cabin campers.J She is a good friend to everyone at Oak Camp.

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Go to the next page and continue

working.

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Directions: Read the article and answer the questions that follow.

Life in the Wolf Pack

1 Deep in a den, some wolf pups huddleagainst their mother. They cannot staywarm without her body heat. The helplesspups cannot see or hear either, but thenewest members of the pack do not needto worry. Their whole family will help takecare of them.

2 The leaders of the pack are a male andfemale wolf. They are usually the strongestand oldest wolves too. When they walk,they hold their tails high like flags becausethis shows that they are in charge. Incontrast, the other members of the wolfpack hold their tails low to show respect tothe leaders. Being wolf pack leaders is animportant job. They often decide when it istime to hunt. They also decide when thepups should leave the den.

3 When the time has arrived, the pack moves to a place close to new hunting grounds. Thisplace also becomes a nursery area for the pups. It often contains big rocks or bushes tohide the pups, and it is located near a river or a lake so the wolves have fresh water todrink. Sometimes the wolf pack uses several different nursery areas during one summer.

4 The nursery grounds give the pups a safe place to grow and play. The pups wrestle oneanother and roll in the grass. Their games prove who will be a strong leader one day.They also chase small animals, such as mice and rabbits. The pups are beginning to learnimportant hunting skills.

5 The young pups are never left alone. When the pack goes off to hunt, one wolf staysbehind to baby-sit. It watches over the pups and protects them. The other wolves helptoo. They bring back food for the pups and spend time playing with them.

6 As the pups grow, they begin to follow the pack when it leaves to hunt. At first, the youngwolves tag along only for a short distance before they give up and return to the nursery.By the end of the summer, however, they are exploring areas two or three miles away.

7 The young wolves must grow fast. Winter will arrive soon. As the snow falls, it becomesmore difficult to find food, and the pack may travel 30 miles each day in its search! Nowthe once-helpless pups are ready to join the hunt. With the care of their family, they havebecome working members of the pack.

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28 According to this article, where can wolf pups hide for safety?

F In the grassG Near the family denH Behind rocks or bushesJ Alongside rivers or lakes

27 Based on the article, wolves use their tails as a way of —

A letting the pups know when to leave the denB showing they are leaders in the packC showing pride within their packD teaching the pups how to play

26 Which question is answered in paragraph 7?

F How do wolves find food in the snow?G How far may wolves travel in search of food?H How do the pups help the pack hunt for food?J How old are the pups when they join the hunt for food?

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31 The author’s main purpose for writing this article is to —

A describe how wolves hunt in the wildB show the different jobs in a wolf packC explain why wolf pups must be watchedD give information about wolves and their pups

30 Young wolves can explore areas a few miles away by the end of the summermost likely because —

F they are bigger and able to travel fartherG it is easier to travel when the weather is coolerH they know how far the pack needs to move in a dayJ the nursery area has become too small for them

29 What is the most important reason that wolf pups play with one another?

A Playing makes them stronger.B Playing teaches them how to hunt for food.C Playing shows them which ones will be the future leaders.D Playing keeps them busy while the pack hunts.

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32 This article would most likely be found in a book titled —

F Places Wolves LiveG Protecting Wolves From DangerH Jobs and Duties of Wolf Pack LeadersJ Growing Up in a Wolf Family

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33 Read this sentence and dictionary entry.

Which meaning of spring is used in this sentence?

A 1B 2C 3D 4

The tiger looks like it will spring fromthe ground.

spring (spring) v. 1. To split or crack.

2. To stretch or bend. 3. To jump

quickly. 4. To work loose.

˘

You do not need to read a passage to answer the following questions. Read andanswer the questions.

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35 In which pair do the words sound the same but have different meanings?

A stake, stackB main, meanC write, whiteD peace, piece

34 Read this sentence.

Which sentence uses cast the same way it is used in this sentence?

F Audrey wanted to become part of the cast for the school play.G They had to cast a plan to surprise their mother.H The doctor made a cast for John’s broken arm.J The clouds cast a dark shadow just before it started to rain.

The candles cast a beautiful glow that litthe whole room.

Test Sequence

Number Correct Answer

Reporting

Category Reporting Category Description

1 B 002 Demonstrate comprehension of printed materials

2 G 002 Demonstrate comprehension of printed materials

3 C 001 Use word analysis strategies and information resources

4 F 001 Use word analysis strategies and information resources

5 D 002 Demonstrate comprehension of printed materials

6 F 002 Demonstrate comprehension of printed materials

7 C 002 Demonstrate comprehension of printed materials

8 J 002 Demonstrate comprehension of printed materials

9 B 002 Demonstrate comprehension of printed materials

10 H 002 Demonstrate comprehension of printed materials

11 A 002 Demonstrate comprehension of printed materials

12 J 002 Demonstrate comprehension of printed materials

13 B 001 Use word analysis strategies and information resources

14 F 002 Demonstrate comprehension of printed materials

15 C 002 Demonstrate comprehension of printed materials

16 J 002 Demonstrate comprehension of printed materials

17 B 002 Demonstrate comprehension of printed materials

18 G 002 Demonstrate comprehension of printed materials

19 B 002 Demonstrate comprehension of printed materials

20 H 002 Demonstrate comprehension of printed materials

21 D 001 Use word analysis strategies and information resources

22 G 002 Demonstrate comprehension of printed materials

23 A 002 Demonstrate comprehension of printed materials

24 F 002 Demonstrate comprehension of printed materials

25 C 002 Demonstrate comprehension of printed materials

26 G 002 Demonstrate comprehension of printed materials

27 B 002 Demonstrate comprehension of printed materials

Answer Key-4061-R0111

28 H 002 Demonstrate comprehension of printed materials

29 C 002 Demonstrate comprehension of printed materials

30 F 002 Demonstrate comprehension of printed materials

31 D 002 Demonstrate comprehension of printed materials

32 J 001 Use word analysis strategies and information resources

33 C 001 Use word analysis strategies and information resources

34 J 001 Use word analysis strategies and information resources

35 D 001 Use word analysis strategies and information resources

Total Raw ScoreIf you get this many items

correct:

Total Scaled ScoreThen your converted scaled score

is:

0 000

1 137

2 182

3 210

4 231

5 247

6 262

7 274 A total raw score (left

8 286 column) is converted to a

9 296 total scaled score (right

10 306 column). The total scaled

11 315 score may range from 0 to

12 324 600.

13 332

14 341 A scaled score of 400 or

15 349 more means the student

16 357 passed the SOL test, while

17 365 a scaled score of 399 or

18 373 less means the student did

19 380 not pass the test. A scaled

20 388 score of 500 or more

21 397 indicates the student

22 405 passed the SOL test at an

23 413 advanced level.

24 422

25 431

26 441

27 452

28 463

29 475

30 490

31 506

32 527

33 555

34 600

35 600

Spring 2011 Released

Grade 4 Standards of Learning Reading Test

Total Raw Score to Scaled Score Conversion Table for

Multiple Choice Form R0111, Core 1